Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028439
Benjamin Goldschneider
When students select their major, they also indirectly choose to become a part of a new disciplinary community. How they elect to engage and interact with this community can have significant impacts in their persistence in their chosen major, as well as the quality of their experience. However, little is known about disciplinary socialization, the process by which students learn the customs, behaviors, and values of their disciplines, at the undergraduate level. This research proposal aims to begin the process of bridging this gap in knowledge by exploring the experiences of STEM students as they progress throughout their degrees from first year through to graduation. This work seeks to investigate how disciplinary socialization affects students throughout their progression in their chosen degree program, as well as how disciplinary socialization experiences subsequently affect students’ engagement as a member of their disciplinary community.
{"title":"Disciplinary Socialization in Undergraduate STEM Students","authors":"Benjamin Goldschneider","doi":"10.1109/FIE43999.2019.9028439","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028439","url":null,"abstract":"When students select their major, they also indirectly choose to become a part of a new disciplinary community. How they elect to engage and interact with this community can have significant impacts in their persistence in their chosen major, as well as the quality of their experience. However, little is known about disciplinary socialization, the process by which students learn the customs, behaviors, and values of their disciplines, at the undergraduate level. This research proposal aims to begin the process of bridging this gap in knowledge by exploring the experiences of STEM students as they progress throughout their degrees from first year through to graduation. This work seeks to investigate how disciplinary socialization affects students throughout their progression in their chosen degree program, as well as how disciplinary socialization experiences subsequently affect students’ engagement as a member of their disciplinary community.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"33 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73988432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028646
Dominik Dolezal, A. Posekany, L. Vittori, G. Koppensteiner, R. Motschnig
This Research to Practice Full Paper represents the second comprehensive evaluation of the learning office, a pilot project introduced at a higher technical secondary school. The project has reached its third year and encompasses six of our twelve cohorts from grade 9 to grade 11. Students taking part in the learning office project have a more flexible course schedule, allowing them to choose time and scope for almost all of their school subject with some restrictions.The results revealed that the dropout rate could be reduced from 54% to 40% in the learning office over the first two years and also confirmed previous evaluations showing that students choosing the learning office approach struggle in their first year due to the change of systems. However, after they passed the first year, the overall subject-specific learning outcome shows no noteworthy differences. The learning office students of grade 11 even slightly outperformed their control group in some regards. This suggests that once the learning office students adapted to the new system, their gain in transversal, personal, and social skills do not happen at the cost of subject-specific competences, but is an additional asset improving our students’ qualification to meet the challenges of tomorrow.
{"title":"Fostering 21st Century Skills in Student-Centered Engineering Education at the Secondary School Level: Second Evaluation of The Learning Office","authors":"Dominik Dolezal, A. Posekany, L. Vittori, G. Koppensteiner, R. Motschnig","doi":"10.1109/FIE43999.2019.9028646","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028646","url":null,"abstract":"This Research to Practice Full Paper represents the second comprehensive evaluation of the learning office, a pilot project introduced at a higher technical secondary school. The project has reached its third year and encompasses six of our twelve cohorts from grade 9 to grade 11. Students taking part in the learning office project have a more flexible course schedule, allowing them to choose time and scope for almost all of their school subject with some restrictions.The results revealed that the dropout rate could be reduced from 54% to 40% in the learning office over the first two years and also confirmed previous evaluations showing that students choosing the learning office approach struggle in their first year due to the change of systems. However, after they passed the first year, the overall subject-specific learning outcome shows no noteworthy differences. The learning office students of grade 11 even slightly outperformed their control group in some regards. This suggests that once the learning office students adapted to the new system, their gain in transversal, personal, and social skills do not happen at the cost of subject-specific competences, but is an additional asset improving our students’ qualification to meet the challenges of tomorrow.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78863709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028579
A. L. Ribeiro, R. Bittencourt
This Research to Practice Full Paper describes a case study of a course that uses problem-based learning (PBL) to integrate the subjects of Object-Oriented Programming, Data Structures and Software Design. We aimed to explore student learning when this teaching-learning approach was applied in the second term of a Computer Engineering undergraduate program. Data collection and analysis was qualitative, using semi-structured interviews and both open and axial coding. Results were organized in terms of qualitative themes describing course organization, problem conception, learned concepts and skills. This thorough exploration of such issues allows course developers to reflect on the impact of PBL and curriculum integration in student learning.
{"title":"A Case Study of an Integrated Programming Course Based on PBL","authors":"A. L. Ribeiro, R. Bittencourt","doi":"10.1109/FIE43999.2019.9028579","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028579","url":null,"abstract":"This Research to Practice Full Paper describes a case study of a course that uses problem-based learning (PBL) to integrate the subjects of Object-Oriented Programming, Data Structures and Software Design. We aimed to explore student learning when this teaching-learning approach was applied in the second term of a Computer Engineering undergraduate program. Data collection and analysis was qualitative, using semi-structured interviews and both open and axial coding. Results were organized in terms of qualitative themes describing course organization, problem conception, learned concepts and skills. This thorough exploration of such issues allows course developers to reflect on the impact of PBL and curriculum integration in student learning.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"26 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75898943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028714
Ville Hämäläinen, Ville Isomöttönen
Computing education research shows substantive interest in novice programming challenges. The present study was rather interested in any phenomena that students would recognize as difficulties during their university studies. The research question was what computing students recognized as their study difficulties after the first year of study. An inductive thematic analysis was applied to the students’ personal writing of the difficulties experienced. The main result categories were independence in new environment, academic requirements, lack of prospects, learning to work, and social integration, which were illustrated by multiple lower level themes. The results inform educators of the wide range of aspects that can underlie complicated studying and help in designing intervention methodology.
{"title":"What Did CS Students Recognize as Study Difficulties?","authors":"Ville Hämäläinen, Ville Isomöttönen","doi":"10.1109/FIE43999.2019.9028714","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028714","url":null,"abstract":"Computing education research shows substantive interest in novice programming challenges. The present study was rather interested in any phenomena that students would recognize as difficulties during their university studies. The research question was what computing students recognized as their study difficulties after the first year of study. An inductive thematic analysis was applied to the students’ personal writing of the difficulties experienced. The main result categories were independence in new environment, academic requirements, lack of prospects, learning to work, and social integration, which were illustrated by multiple lower level themes. The results inform educators of the wide range of aspects that can underlie complicated studying and help in designing intervention methodology.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"33 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72662776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028353
Ville Isomöttönen, Antti-Jussi Lakanen, V. Lappalainen
This work-in-progress paper in innovative practice category presents and evaluates a multi-functional document-based learning management system, TIM (The Interactive Material). This system is developed with the goal of integrating a rich set of features seamlessly into teachers’ every-day pedagogical and disciplinary needs. The aim is that a single system (“Less”) would provide all technological solutions necessary for online teaching and learning (“More”), hence the punchline “Less is More!” We illustrate the system and evaluate it based on feedback from teachers. This preliminary evaluation focuses on how teachers reacted to the multi-functional system and is discussed in the context of Technology Acceptance Model (TAM).
{"title":"Less is More! Preliminary Evaluation of Multi-Functional Document-Based Online Learning Environment","authors":"Ville Isomöttönen, Antti-Jussi Lakanen, V. Lappalainen","doi":"10.1109/FIE43999.2019.9028353","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028353","url":null,"abstract":"This work-in-progress paper in innovative practice category presents and evaluates a multi-functional document-based learning management system, TIM (The Interactive Material). This system is developed with the goal of integrating a rich set of features seamlessly into teachers’ every-day pedagogical and disciplinary needs. The aim is that a single system (“Less”) would provide all technological solutions necessary for online teaching and learning (“More”), hence the punchline “Less is More!” We illustrate the system and evaluate it based on feedback from teachers. This preliminary evaluation focuses on how teachers reacted to the multi-functional system and is discussed in the context of Technology Acceptance Model (TAM).","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"614 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77654588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028633
Zhigang Li, Meng Han, Guangzhi Zheng
In this research to practice work in progress paper, the authors report their experience in developing a data analytics course for an undergraduate information technology program. Data analytics, as an emerging field, is increasingly making an impact in the engineering domain and reshaping many other traditional disciplines. To create a data analytics course that is both instructionally sound and effective, the authors anchored their course development on the theories of learner-centered design and problem-based learning to ensure that the course revolves around student needs and interests, and the skills they’ve learned are transferable. The backward design model was incorporated as a framework to guide the development process to ensure the integrity of the course and that all learning outcomes are measured accordingly. Principles of universal design for learning were also being considered and applied during the development process so students can receive an optimum learning experience. Finally, the developed course will be peer-reviewed using a rubric set forth by the college to ensure the overall quality before it is offered.
{"title":"Finding a Niche and Developing an Undergraduate Data Analytics Course","authors":"Zhigang Li, Meng Han, Guangzhi Zheng","doi":"10.1109/FIE43999.2019.9028633","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028633","url":null,"abstract":"In this research to practice work in progress paper, the authors report their experience in developing a data analytics course for an undergraduate information technology program. Data analytics, as an emerging field, is increasingly making an impact in the engineering domain and reshaping many other traditional disciplines. To create a data analytics course that is both instructionally sound and effective, the authors anchored their course development on the theories of learner-centered design and problem-based learning to ensure that the course revolves around student needs and interests, and the skills they’ve learned are transferable. The backward design model was incorporated as a framework to guide the development process to ensure the integrity of the course and that all learning outcomes are measured accordingly. Principles of universal design for learning were also being considered and applied during the development process so students can receive an optimum learning experience. Finally, the developed course will be peer-reviewed using a rubric set forth by the college to ensure the overall quality before it is offered.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"47 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79762165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028434
Yujin Lee, A. Bicer, Hyunkyung Kwon, Michael Rugh, R. Capraro, M. M. Capraro, L. Barroso
A high quality STEM preparatory curriculum can help students develop foundational skills and knowledge they require to successfully pursue a variety of college majors and future careers. In particular, use of STEM-related curricula, such as the curriculum found in STEM schools and PLTW schools, has been recommended as a strategy for increasing students’ college readiness and reducing barriers to college entrance and success. The purpose of this study was to analyze students’ postsecondary Science, Technology, Engineering, and Mathematics (STEM) preparedness for entering academic and career pathways. The authors examined college and career readiness of students in grades 11-12 who attended: (a) schools implementing Project Lead the Way curriculum (PLTW schools), (b) Texas inclusive STEM high schools that do not implement PLTW curriculum (T-STEM schools), and (c) schools that do not implement any STEM curriculum or PLTW curriculum (non-STEM/non-PLTW schools). The results of this study indicated that T-STEM schools had the highest rate of student career readiness when compared to PLTW and non-PLTW/non-STEM schools. However, non-PLTW/non-STEM schools had the highest rate of student college readiness when compared to the other two school types. In addition, there was a statistically significant correlation between college readiness and career readiness. These findings lay the groundwork for educators to continue modifying educational curricula to support students’ academic readiness for their future careers.
{"title":"Post-Secondary Ready:Does the STEM curriculum Matter?","authors":"Yujin Lee, A. Bicer, Hyunkyung Kwon, Michael Rugh, R. Capraro, M. M. Capraro, L. Barroso","doi":"10.1109/FIE43999.2019.9028434","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028434","url":null,"abstract":"A high quality STEM preparatory curriculum can help students develop foundational skills and knowledge they require to successfully pursue a variety of college majors and future careers. In particular, use of STEM-related curricula, such as the curriculum found in STEM schools and PLTW schools, has been recommended as a strategy for increasing students’ college readiness and reducing barriers to college entrance and success. The purpose of this study was to analyze students’ postsecondary Science, Technology, Engineering, and Mathematics (STEM) preparedness for entering academic and career pathways. The authors examined college and career readiness of students in grades 11-12 who attended: (a) schools implementing Project Lead the Way curriculum (PLTW schools), (b) Texas inclusive STEM high schools that do not implement PLTW curriculum (T-STEM schools), and (c) schools that do not implement any STEM curriculum or PLTW curriculum (non-STEM/non-PLTW schools). The results of this study indicated that T-STEM schools had the highest rate of student career readiness when compared to PLTW and non-PLTW/non-STEM schools. However, non-PLTW/non-STEM schools had the highest rate of student college readiness when compared to the other two school types. In addition, there was a statistically significant correlation between college readiness and career readiness. These findings lay the groundwork for educators to continue modifying educational curricula to support students’ academic readiness for their future careers.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"57 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80489428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028468
Minjie Hu, S. Cleland, Simon Burt
This Research to Practice Full Paper presents a constructivist learning environment for teaching first-year students Data Flow Diagrams (DFDs) using a question-based learning method. System Analysis and Design is one of the core courses in engineering and computing education. However, it is difficult for the first-year students to learn DFDs without a real or simulated project development, specifically for those who have no programming or database development background. Our approach consists of three key components: 1) using a professional visual Computer-aided software engineering (CASE) tool for students to focus on model semantics rather than its syntax; 2) introducing the DFD Level1 diagram first for students to effectively understand a hierarchical relationship between different levels; and 3) using tables and a well-designed process as scaffolding for students to draw DFDs step-by-step under detailed guidance. This approach had been evaluated quantitatively and qualitatively. Based on the evaluation of a survey, an interview, and recent five-year exam results analysis, the findings reveal that our approach has substantial benefits to students of different abilities. Specifically, students are not disadvantaged regarding to having or not having a programming or database development background within our new learning environment.
{"title":"Build up a Constructivist Learning Environment for Teaching First-year Students Data Flow Diagrams","authors":"Minjie Hu, S. Cleland, Simon Burt","doi":"10.1109/FIE43999.2019.9028468","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028468","url":null,"abstract":"This Research to Practice Full Paper presents a constructivist learning environment for teaching first-year students Data Flow Diagrams (DFDs) using a question-based learning method. System Analysis and Design is one of the core courses in engineering and computing education. However, it is difficult for the first-year students to learn DFDs without a real or simulated project development, specifically for those who have no programming or database development background. Our approach consists of three key components: 1) using a professional visual Computer-aided software engineering (CASE) tool for students to focus on model semantics rather than its syntax; 2) introducing the DFD Level1 diagram first for students to effectively understand a hierarchical relationship between different levels; and 3) using tables and a well-designed process as scaffolding for students to draw DFDs step-by-step under detailed guidance. This approach had been evaluated quantitatively and qualitatively. Based on the evaluation of a survey, an interview, and recent five-year exam results analysis, the findings reveal that our approach has substantial benefits to students of different abilities. Specifically, students are not disadvantaged regarding to having or not having a programming or database development background within our new learning environment.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"62 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84269379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028455
Soheil Salehi, R. Demara
This student poster paper presents an innovative practice in order to increase the scalability and efficacy of student problem-based team learning in large enrollment engineering classrooms. We have devised a novel Virtualized Active Learning (VAL) approach to facilitate instructional delivery, assessment, and review of teams. VAL introduces a new pathway by utilizing open-source digital environments for effective and scalable teambased learning in classroom settings while empowering equitable participation from diverse learners. The proposed method provides a unique opportunity for learners to acquire knowledge and skills that are considered vital in STEM fields such as working in multidisciplinary teams proficiently and communicating with other team members in an effective manner. Meanwhile, they are engaged in finding an optimal solution to a design problem that requires certain specific constraints to be adequately met. The results of our pilot study indicate excellent potential for VAL in large enrollment STEM courses while facilitating the instructors to provide assistance and feedback to students in real-time.
{"title":"Virtualized Active Learning for Undergraduate Engineering Disciplines (VALUED):A Pilot in a Large Enrollment STEM Classroom","authors":"Soheil Salehi, R. Demara","doi":"10.1109/FIE43999.2019.9028455","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028455","url":null,"abstract":"This student poster paper presents an innovative practice in order to increase the scalability and efficacy of student problem-based team learning in large enrollment engineering classrooms. We have devised a novel Virtualized Active Learning (VAL) approach to facilitate instructional delivery, assessment, and review of teams. VAL introduces a new pathway by utilizing open-source digital environments for effective and scalable teambased learning in classroom settings while empowering equitable participation from diverse learners. The proposed method provides a unique opportunity for learners to acquire knowledge and skills that are considered vital in STEM fields such as working in multidisciplinary teams proficiently and communicating with other team members in an effective manner. Meanwhile, they are engaged in finding an optimal solution to a design problem that requires certain specific constraints to be adequately met. The results of our pilot study indicate excellent potential for VAL in large enrollment STEM courses while facilitating the instructors to provide assistance and feedback to students in real-time.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"24 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76775229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028669
Justyna Szynkiewicz
This PhD work aims to understand how Learning through Construction affects the formation of IT identity at university. A qualitative study using the principles of constructivist Grounded Theory examines what students experience in the context of LtC and how they are affected by these experiences.
{"title":"Development of IT Identity in Learning through Construction Courses","authors":"Justyna Szynkiewicz","doi":"10.1109/FIE43999.2019.9028669","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028669","url":null,"abstract":"This PhD work aims to understand how Learning through Construction affects the formation of IT identity at university. A qualitative study using the principles of constructivist Grounded Theory examines what students experience in the context of LtC and how they are affected by these experiences.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"76 1","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77985175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}